How have ILS’ been used to facilitate learning? Although the question of how 3D learning spaces should be designed to support student learning and engagement has been raised among SL educators and designers, there is hardly any guidance or research in this area. (Minocha, 2010) In starting my study and exploration into Second Life (SL) I have realized that this is not your ordinary avenue for students to master concepts and transfer learning. The first step in examining Immersive Learning Simulations (ILS) is to understand that these are not the avenue to present new information to the learner. ILS is a reinforcement activity that allows transfer of knowledge and building upon skills and information they already have. Second life allows the marriage of education and gaming to create an environment where students find learning fun. The learners are so immersed in the ILS that they lose the “reality” that it is in fact, just a game. A game that has taught them some value, forced them to analyze, interpret, and apply their knowledge to situations they may never encounter in the “real-world.” As technology in the 21st Century changes, we as educators, researchers, and learners must also change and adapt to the new methodologies and learning styles of our students. Our students who are looking for immediate gratification and feed back; students who do not want to be lectured at, but want to experience learning first hand. What is ILS? The last several years have seen an explosion in the amount of young people playing video games as well as the number of children and adolescents using mobile handheld technologies, such as portable music players, gaming platforms, and smart phones (Dunleavy, 2010). ILS is a user-centered system designed to reinforce learning. They are virtual worlds that are created to mimic a time, place, or event to help the learner to better understand a certain topic, incident, or time period. ILS allows educators to immerse their learners into the subject matter. It is argued that virtual reality technologies show great pedagogical promise for both teachers and learners. (Allison 2008) Does ILS provide opportunities for students and learners to reach higher order thinking skills? Can you analyze, synthesize or evaluate a situation in second life? These are all questions that educators and researchers are trying to definitively answer. How is learning measured in a virtual world? How is learning evaluated in ILS? Is learning evaluated by time on the system? Are the students actively engaged during the entire time they are logged into the ILS system? This poses a real problem when evaluating any ILS system and its validity. Effective implementation requires that teachers be involved with their students while they work on ILS. Having a support person available to answer questions, provide help and troubleshoot problem areas and problematic technology is important to overcome problems in evaluating engagement. Some examples of evaluation tools include but are not limited to pre and post ILS evaluations, presentations or essays about what they learned in ILS are all possible evaluation tools for measuring learner engagement in ILS. Is there adequate research that shows that one evaluation tool measures learning better for an ILS? Benefits The Immersed in Learning project began in 2007 to evaluate the use of 3D virtual worlds as a teaching and learning tool in undergraduate programmes in digital media at the University of Wolverhampton, UK (Doyle, 2010). Their basic questions focused around the idea that face-to-face learning paired with immersive learning environments like second life. Their study was interested in finding the benefits of pairing the two. Alone, is one type of learning sufficient? To meet the demands of different learning styles, teachers cannot continue to present information in the same old ways and expect new results. Drawbacks Immersed Learning Simulations can be very productive tools in educating various learning types, a variety of curriculums and crosses many age groups. With all of the positive attributes to ILS there are still drawbacks to making it a mainstream educational tool across all states and in every school district. The challenges fall generally into three categories listed in order of significance: (1) hardware and software issues; (2) logistical support and lesson management; and (3) student cognitive overload (Dunleavy, 2009). The use of virtual simulation technology is not a panacea, but an investment in the technology as a teaching and learning tool (Pricer, 2010). Conclusions Overall, we found that virtual worlds may be utilized for the following uses: (1) communication spaces, (2) simulation of space (spatial), and (3) experiential spaces (‘acting’ on the world). Most of the studies reviewed were descriptive and conducted in polytechnic and university settings, and past virtual world research had been most frequently carried out in the media arts and health and environment disciplines. (Hew, 2010) In review, ILS has many positive attributes that can be applied to various educational settings. The application, evaluation, support and understanding of proper evaluation techniques can prove to be a viable tool in taking education into the 21st Century. With digital natives as our learners, the learning curve to implement an ILS in any content area seems to lie with the instructor and their learning curve and the technology available at the institute of learning. Will ILS take over traditional learning environments, doubtful. Will ILS provide a supplemental learning tool to evaluate the application and synthesis of learning? The value and attraction of Immersive Virtual Worlds, such as second life, to education is in the ease they promise the general educational user for creating simulations in an immersive, abstracted space, offering students the opportunity to synchronously encounter authentic experiences involving other people, objects and environments (Middleton, 2008) Being a relatively new form of educational delivery, there is an urgent call for those who are utilizing 3D VLEs and VSEWs to collaborate and conduct research regarding their experiences and success for use in future program development (Barkand, Kush, 2009). What do these innovations in education mean for our students of the future? What will be the next innovative technology to change our way of thinking and learning? How can we as educators and learners build upon the benefits of virtual education and diminish the drawbacks that some are still experiencing? Any advancement in education that can help differentiated learning styles and help all learners improve and master new information is a step in the right direction.
Works Cited: Minocha S, Reeves A. Design of learning spaces in 3D virtual worlds: an empirical investigation of Second Life. Learning, Media, & Technology [serial online]. June 2010;35(2):111-137. Available from: Communication & Mass Media Complete, Ipswich, MA. Accessed September 16, 2010. Doyle D. Immersed in Learning: supporting creative practice in virtual worlds. Learning, Media, & Technology [serial online]. June 2010;35(2):99-110. Available from: Communication & Mass Media Complete, Ipswich, MA. Accessed September 16, 2010. Dunleavy M, Dede C, Mitchell R. Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education & Technology [serial online]. February 2009;18(1):7-22. Available from: Education Research Complete, Ipswich, MA. Accessed September 20, 2010. Pricer W. At issue: A Conversation about Immersive Education within a 3D Environment. Community College Enterprise [serial online]. Spring2010 2010;16(1):53-62. Available from: Education Research Complete, Ipswich, MA. Accessed September 21, 2010. Hew K, Cheung W. Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British Journal of Educational Technology [serial online]. January 2010;41(1):33-55. Available from: Education Research Complete, Ipswich, MA. Accessed September 21, 2010. Middleton A, Mather R. Machinima interventions: innovative approaches to immersive virtual world curriculum integration. ALT-J: Research in Learning Technology [serial online]. September 2008;16(3):207-220. Available from: Education Research Complete, Ipswich, MA. Accessed September 23, 2010. Barkand J, Kush J. GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools. Electronic Journal of e-Learning [serial online]. December 2009;7(3):215-224. Available from: Education Research Complete, Ipswich, MA. Accessed September 23, 2010.
Although the question of how 3D learning spaces should be designed to support student learning and engagement has been raised among SL educators and designers, there is hardly any guidance or research in this area. (Minocha, 2010)
In starting my study and exploration into Second Life (SL) I have realized that this is not your ordinary avenue for students to master concepts and transfer learning. The first step in examining Immersive Learning Simulations (ILS) is to understand that these are not the avenue to present new information to the learner. ILS is a reinforcement activity that allows transfer of knowledge and building upon skills and information they already have. Second life allows the marriage of education and gaming to create an environment where students find learning fun. The learners are so immersed in the ILS that they lose the “reality” that it is in fact, just a game. A game that has taught them some value, forced them to analyze, interpret, and apply their knowledge to situations they may never encounter in the “real-world.” As technology in the 21st Century changes, we as educators, researchers, and learners must also change and adapt to the new methodologies and learning styles of our students. Our students who are looking for immediate gratification and feed back; students who do not want to be lectured at, but want to experience learning first hand.
What is ILS?
The last several years have seen an explosion in the amount of young people playing video games as well as the number of children and adolescents using mobile handheld technologies, such as portable music players, gaming platforms, and smart phones (Dunleavy, 2010). ILS is a user-centered system designed to reinforce learning. They are virtual worlds that are created to mimic a time, place, or event to help the learner to better understand a certain topic, incident, or time period. ILS allows educators to immerse their learners into the subject matter. It is argued that virtual reality technologies show great pedagogical promise for both teachers and learners. (Allison 2008) Does ILS provide opportunities for students and learners to reach higher order thinking skills? Can you analyze, synthesize or evaluate a situation in second life? These are all questions that educators and researchers are trying to definitively answer. How is learning measured in a virtual world?
How is learning evaluated in ILS?
Is learning evaluated by time on the system? Are the students actively engaged during the entire time they are logged into the ILS system? This poses a real problem when evaluating any ILS system and its validity. Effective implementation requires that teachers be involved with their students while they work on ILS. Having a support person available to answer questions, provide help and troubleshoot problem areas and problematic technology is important to overcome problems in evaluating engagement. Some examples of evaluation tools include but are not limited to pre and post ILS evaluations, presentations or essays about what they learned in ILS are all possible evaluation tools for measuring learner engagement in ILS. Is there adequate research that shows that one evaluation tool measures learning better for an ILS?
Benefits
The Immersed in Learning project began in 2007 to evaluate the use of 3D virtual worlds as a teaching and learning tool in undergraduate programmes in digital media at the University of Wolverhampton, UK (Doyle, 2010). Their basic questions focused around the idea that face-to-face learning paired with immersive learning environments like second life. Their study was interested in finding the benefits of pairing the two. Alone, is one type of learning sufficient? To meet the demands of different learning styles, teachers cannot continue to present information in the same old ways and expect new results.
Drawbacks
Immersed Learning Simulations can be very productive tools in educating various learning types, a variety of curriculums and crosses many age groups. With all of the positive attributes to ILS there are still drawbacks to making it a mainstream educational tool across all states and in every school district. The challenges fall generally into three categories listed in order of significance: (1) hardware and software issues; (2) logistical support and lesson management; and (3) student cognitive overload (Dunleavy, 2009). The use of virtual simulation technology is not a panacea, but an investment in the technology as a teaching and learning tool (Pricer, 2010).
Conclusions
Overall, we found that virtual worlds may be utilized for the following uses: (1) communication spaces, (2) simulation of space (spatial), and (3) experiential spaces (‘acting’ on the world). Most of the studies reviewed were descriptive and conducted in polytechnic and university settings, and past virtual world research had been most frequently carried out in the media arts and health and environment disciplines. (Hew, 2010)
In review, ILS has many positive attributes that can be applied to various educational settings. The application, evaluation, support and understanding of proper evaluation techniques can prove to be a viable tool in taking education into the 21st Century. With digital natives as our learners, the learning curve to implement an ILS in any content area seems to lie with the instructor and their learning curve and the technology available at the institute of learning. Will ILS take over traditional learning environments, doubtful. Will ILS provide a supplemental learning tool to evaluate the application and synthesis of learning? The value and attraction of Immersive Virtual Worlds, such as second life, to education is in the ease they promise the general educational user for creating simulations in an immersive, abstracted space, offering students the opportunity to synchronously encounter authentic experiences involving other people, objects and environments (Middleton, 2008) Being a relatively new form of educational delivery, there is an urgent call for those who are utilizing 3D VLEs and VSEWs to collaborate and conduct research regarding their experiences and success for use in future program development (Barkand, Kush, 2009). What do these innovations in education mean for our students of the future? What will be the next innovative technology to change our way of thinking and learning? How can we as educators and learners build upon the benefits of virtual education and diminish the drawbacks that some are still experiencing? Any advancement in education that can help differentiated learning styles and help all learners improve and master new information is a step in the right direction.
Works Cited:
Minocha S, Reeves A. Design of learning spaces in 3D virtual worlds: an empirical investigation of Second Life. Learning, Media, & Technology [serial online]. June 2010;35(2):111-137. Available from: Communication & Mass Media Complete, Ipswich, MA. Accessed September 16, 2010.
Doyle D. Immersed in Learning: supporting creative practice in virtual worlds. Learning, Media, & Technology [serial online]. June 2010;35(2):99-110. Available from: Communication & Mass Media Complete, Ipswich, MA. Accessed September 16, 2010.
Dunleavy M, Dede C, Mitchell R. Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education & Technology [serial online]. February 2009;18(1):7-22. Available from: Education Research Complete, Ipswich, MA. Accessed September 20, 2010.
Pricer W. At issue: A Conversation about Immersive Education within a 3D Environment. Community College Enterprise [serial online]. Spring2010 2010;16(1):53-62. Available from: Education Research Complete, Ipswich, MA. Accessed September 21, 2010.
Hew K, Cheung W. Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British Journal of Educational Technology [serial online]. January 2010;41(1):33-55. Available from: Education Research Complete, Ipswich, MA. Accessed September 21, 2010.
Middleton A, Mather R. Machinima interventions: innovative approaches to immersive virtual world curriculum integration. ALT-J: Research in Learning Technology [serial online]. September 2008;16(3):207-220. Available from: Education Research Complete, Ipswich, MA. Accessed September 23, 2010.
Barkand J, Kush J. GEARS a 3D Virtual Learning Environment and Virtual Social and Educational World Used in Online Secondary Schools. Electronic Journal of e-Learning [serial online]. December 2009;7(3):215-224. Available from: Education Research Complete, Ipswich, MA. Accessed September 23, 2010.